District Benchmark(s): 7th Grade NO 1.1 - Solve problems with integers, decimals, and fractions.
Enduring Understanding: Decimal Notation is an extension of the base ten system of writing whole numbers. (4th)
Essential Question(s): 1.) Why are decimals used to represent numbers?
2.) What patterns exist in how digits are named in the base 10 system?
Support Materials: Textbook, G3 Game Materials, deck of cards
Assessment:
Formative: Pg. 9, #14 and #10 (Complete this in the form of an Exit Card), Wks. 1-1B (back only)
Student Self-Assessment: Students will use the Quiz Yourself #1,2, and 3 for self-assessment.
Summative:
Activities (Pedagogy):
(5-7min) MDP - Name a count of some things that is between 10 and 100, between 1,000 and 1,000,000. (This is from Warm-Up).
(10 min) Launch - As a large group we will complete the China Population Problem (pg. 7), students will fill in the graphic organizer using the Mimio. Before moving on from this activity we will discuss the meaning of a count, numbers in word form, and number form.
(15 min) Explore - G3 Game (students will work in partners to play one round with the whole number mat and one round with the decimal mat) Students will need to record their answers on a different sheet of paper for later use.
(5 min) Summary Questions - Students will complete individually and we will then discuss as a large group before moving on to the next question.
1.) Using the first number that you made, write out using words.
2.) Give a real world scenario using the same number.
3.) Rearrange your cards for you 2nd number from the decimal version to make a number closest to 1.
(2 min) Formative Assessment - In the form of an Exit Card students will complete #14 and #10 from Pg. 9. This will be handed in before leaving the room.
Assignment - Homework to be completed outside of class. Wks. 1.1B (Back only)
Time to Complete: 1 day.
Peer Check:
[Y] Problem-Based (Y or N)
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : Lesson #2 (Day 1 or 2)
District Benchmark(s): 7th NO 1.1 - Solve problems with integers, decimals, and fractions.
6th NO 3.1 - Articulate the relationship among fractions, decimals, and percents.
Enduring Understanding: The concept of parts of a whole is seen through division of fractions representing two whole numbers.
Essential Question(s):
1.) How do we represent measurements between whole numbers using visual representations and numbers.
2.) How do we use fractions in our day to day lives.
Support Materials:
Textbook
Straw Activity Directions
Mimio
MDP Journal
Assessment:
Formative: Pg. 16 #7(a-d) this will be completed using individual white boards. (Assignment - Pg. 16 Covering the Ideas #1-6 only (not graded)
Student Self-Assessment:
Summative:
Activities (Pedagogy):
(5 - 7 min) MDP - Warm Up Pg.12 #'s: 3, 1, and 4 (Explain your reasoning)
(10 min) Explore - Activity 2 (Straw Activity to compare fractions - Think-Pair-Share)
Before moving on students will discuss the following question with a partner and then share as a class. Question: Samantha and Oscar each drew a line segment into five equal parts, and Oscar divided his into seven. After comparing their segments, they concluded that 2/5 > 3/7. What might they have done wrong?
(2 min) Formative Assessment - Pg. 16 # 7(a-d). This will be completed on individual white boards.
Remainder of class - assignment Pg. 16 Covering the Ideas #'s: 1-6 only (used as formative rather than summative)
Time to Complete: Day 1 of 2
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #3 Day 2 of 2
District Benchmark(s): Same
Enduring Understanding: Same
Essential Question(s): Same
Support Materials: Textbook, calculators (optional if needed), MDP Journal, Mimio
Assessment:
Formative:
Student Self-Assessment:
Summative:
Activities (Pedagogy): Day 2 will focus on moving from concrete, visual models to more abstract thinking. Students will use multiplication and/or division problems to find parts of a segment.
(5-7 min) MDP - Tell me everything you know about fractions.
(10 min) Launch - Find the part of a trip Activity (letting students work in pods have them find a solution for the following problem: Find the length you have traveled if you have completed one-third of a 54 mile trip. Allow pods to share their work with the entire class and then pose the following question: "Try to solve this problem using multiplication or division". Have students share and then as a class discuss more formally how multiplication and division can be used to solve similar problems.
(10 min) Explore - Think-Pair-Share Quiz Yourself Questions a,b, and c (Use this for formative assessment. If students are understanding we will move on to assignment and if they are not doing okay I will reteach and do more explore problems.
Remainder of class - Assignment will be given and taken as a grade (summative assessment) Wks. 1-2B #'s 1 - 5 odd and 6 - 14 all.
Time to Complete: Day 2 of 2
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #4 Day 1 of 2
District Benchmark(s): 7th NO 1.1 Solve problems with integers, decimals, and fractions. 6th NO 1.3 Convert units of metric and customary measurement by using multiplication and division.
Enduring Understanding: Measurement is a method for describing physical and non-physical objects. Measurement governs collective understanding of time, space, and money.
Essential Question(s):
1.) How do we measure objects?
2.) What is the role of measurement in our daily lives?
3.) If we speak a different language what must we do to effectively communicate?
(10 - 15 min) Launch - Pose the following question, "What is length?" Students will work with a partner to discuss what length means, what we can find the length of, How do we measure objects, etc. Use page 19 first three paragraphs for guidance with this discussion. At the end or during the discussion hand out different rulers and explain accuracy (eighths, twelves, and six-tenths) and how to read the ruler. Using the Mimio measure two items together.
(10-15 min) Explore - Students will work with a partner to measure and complete Activity 6 Measurement Table. This table requires them to measure using a ruler or measuring tape to a desired accuracy in inches.
(10-20 min) Activity 6 Extension - Handout another table with the measurement in inches or feet already in place. With a partner, students will convert each measurement to the larger or smaller missing measurement. Have groups complete 2 examples and then have them share strategies used. Pinpoint the strategy of multiplication and division.
(The last two minutes of class handout the following Exit Card - "Name 1 thing that you already knew, 1 new thing that you learned, and 1 thing that you still have questions about).
Students will finish the extension activity tomorrow after MDP.
Time to Complete: 2 days
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #5 Day 2 of 2
District Benchmark(s): Same as Day 1
Enduring Understanding: Same as Day 2
Essential Question(s): Same as Day 2
Support Materials:
Assessment:
Formative: Summary Questions
Student Self-Assessment:
Summative: Assignment
Activities (Pedagogy):
(5-7 min) MDP - At an amusement park, you need to be 52 inches tall to go on a ride. If you are 4 feet, 7 inches tall, can you go on the ride? Explain your reasoning and show your work. Time to Complete:
(5 - 10 min) Explore - Students will finish the Explore Extension Activity from yesterday with the same partner. Discuss this answers as a class when finished.
(5 min) Summary Questions -
1.) Give a situation in which the measurement of something is in mixed units.
2.) Why might your measure something to the nearest 1/16 rather than the nearest 1/8?
3.) #10 page 25
(Remainder of class) Assignment - This assignment will be handed in for a grade (summative) Pgs. 24-25 #'s: 8,15-17, 19, 20, and 22-25
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #6 Day 1 of 1 (1-5 Equal Fractions)
District Benchmark(s): 7th NO 1.1 Solve problems with integers, decimals, and fractions.
Enduring Understanding: The generation of equivalent fractions and the act of simplifying fractions is based on deep conceptual understanding of multiplication and division.
Essential Question(s):
1.) What does it mean to write a fraction in simplest form?
2.) Without drawing a model how can you find equivalent fractions? Support Materials:
Assessment:
Formative Listed sep. at bottom.
Student Self-Assessment:
Summative:
Activities (Pedagogy):
(5-7 min) MDP - 5 6/11 is between which two whole numbers? Explain your reasoning.
Launch - Ask, "Explain why 2/3 of a mile is the same distance as 4/6 of a mile?" With your pod answer this question. You may use the rescources provided, calc, pencil, paper, etc. The only requirement is that your entire pod must be able ot explain what you did to the rest of the class.
Let groups share different ideas. I am looking ot see a varieity of strategies such as modeling, multiplying or dividing, cacl, etc. I will cover any strategies not shown.
After we have have share strategies we will discuss that it is okay to use various strategies to solve problems, there is always more than one way to solve. The strategy that we will be focusing on today is - Using multiplication and division to find equivalent fractions.
Explore - Guided example #1 Pg. 33, go through this as a large group then have students answer the following:
Find at least two equivalent fractions for: 5/12, 450/600, and 1/7.
After sharing solutions go back to the second fraction and discuss how to simplify fractions. If some students shared a simplified fraction for this they will help with the discussion.
Summary - 1.) Why do we rewrite fractions in "lowest terms" and not in "highest terms"?
2.) How do you write equivalent fractions using multiplication or division?
3.) Is 2/3 smaller than 4/6 becuase it is written with smaller numbers? Explain.
Assessment - Formative Assessment (Student observations during pod and group discussions)
Assignment to be used for Formative Assessment - Wks. 1-5A #'s: 1-14
Time to Complete: 1 day
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #7 (Days 1 of 2)
District Benchmark(s): 7th Grade NO 3.1
Enduring Understanding: Division is used to express any fraction as a decimal, including infinite decimals.
Essential Question(s): 1.) What does the fraction bar mean? 2.) Are there various forms of writing fractions? What are they?
Support Materials:
Textbook
Mimio
Calc. (optional)
Assessment:
Formative: Summary Questions throughout the lesson. and homework Pg. 41 Covering the Ideas #1-4
Student Self-Assessment:
Summative:
Activities (Pedagogy):
MDP - Write 3 examples of each: Proper Fractions, Improper Fractions, and Numerator = Denom. Fractions (Give students 1-2 minutes to generate lists, then have them read page 40. After reading page 40 students can go back and make changes to thier list if needed.) Have students share results and make a combined list using the mimio.
Launch - Pg. 38 Titanic Problem (Comlete with a partner and then discuss as a large class.
Explore - Pg. 39 Extension Titanic Problem (Complete with a partner and then discuss as a large class).
Summary Questions - 1.) Does 2 divided by 3 have the same meaning as 2/3?
2.) How do we rewrite improper fractions?
3.) Ture or False; A fraction is equal the its numerator divided by its denominator?
Time to Complete: 2 days
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #8 Day 2 of 2 (1-6 continued)
District Benchmark(s): Same as Day 1
Enduring Understanding: Same as Day 1
Essential Question(s): Same as Day 1 and in addition 1.) What happens when the denominator of a fraction with the same numerator, is increased? Decreased?
Support Materials:
Textbook
calc.
G4 and G5 from book
Assessment:
Formative: Summary Questions
Student Self-Assessment: Game
Summative: Pg. 42 #'s: 7 - 18 All
Activities (Pedagogy):
MDP - Warm Up #'s 1 and 2 Pg. 38
Launch - Activity Pg. 41 and Discovering What Happens Activity (answer to Essential Question #1 from day 2)
Summary Question - Which fraction is greater? a.) 24/7 or 24/4 b.) 4/24 or 7/24
Explore - Game G4-G5 with a partner
Assignment - Pg. 42 #'s: 7-18 All
Time to Complete: 1 day
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #9 Day 1 of 2 (1-7 Using Integers)
District Benchmark(s): 7th NO 1.1 and 6th G 4.1
Enduring Understanding: 7th Negative numbers exist in everyday situations.
Essential Question(s): 1.) What situations represent - integers, + integers, and zero?
2.) Does an integer have to be written as a whole #?
Support Materials:
Textbook
Mimio
Individual Dry Erase Boards
Assessment:
Formative: Observation and Exit Card
Student Self-Assessment: During explore activity
Summative:
Activities (Pedagogy):
(15 minutes) MDP - In place of MDP give Quiz for 1-1 to 1-6 (will be put in gradebook/summative assessment) Use selected problems from each sections to cover desired skills
Launch - Have 2-3 volunteers read pg. 45 to the class. Next have pods brainstorm situations in which integers are used. Record the situations on a classroom chart using the mimio. Next record keywords that indicate a positive integer, negative integer, or zero. Record this on a classroom chart as well.
Explore - Using individual dry erase boards have students write the integer that would represent the given situation. Show situations using the ELMO, use situaitons for wks. 17b Objective I - 7 situations.
Exit Card - Last 2 minutes of class.. Time to Complete: 2 days
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #10 Day 2 of 2 (1-7 Using Integers Continued)
District Benchmark(s): Same as Day 1
Enduring Understanding: Same as Day 1
Essential Question(s): Same as Day 1
Support Materials:
Textbook
Mimio
Individual Dry Erase Boards
Assessment:
Formative: Observation during White Board Activity
Activities (Pedagogy):
MDP - Warm Up Pg. 45 #'s: 1-2
Continue Explore from Day 1:
-Using the situaitons from Day 1, graph the integers on a number line using the mimio. Have students volunteer to place on the mimio. Use both a vertical and horizontal number line.
-Next have pods complete each comparison using <, >, or =. Choose two #'s to compare, pods can use the number lines for visual help.
-Now have students put integers in order for least to greatest with a partner using a small dry erase board. (Watch for students that are having trouble with this. Remind them to think of integers as temp. so -10 is less than -6 and they are both less than 0.
Assign Assignment - Summative Assessment Time to Complete: 2 days
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #11 Day 1 of 1, (1-8 Negative Frations and Mixed Numbers)
District Benchmark(s): 7th NO 1.1, 6th G4.1
Enduring Understanding: Same as lesson #10
Essential Question(s): 1.) Where do you place negative fractions and negative mixed numbers on a number line?
Support Materials:
Textbook
ruler
Assessment:
Formative: Pgs. 52-53 #'s: 1-20 All
Student Self-Assessment:
Summative:
Activities (Pedagogy):
MDP - Find a number between 8/9 and 7/9. Have students complete with a partner. Share strategies with the whole class.
Launch - Using a ruler, draw a horizontal line that is 2 inches long. Place tic marks where 0, 1, adn 2 should be placed. Now label 3/16 adn 1 3/16 on your line.
I will ask the following question, "How did you knwo where you should place the specific measurement?" (Desired response - by breaking the line into 16 segments)
Explore - Quiz yourself activity Pg. 51. Students will complete this activity with a partner. Volunteers will share work with class .
Questions - How many marks/segments did you use? Did you have to use the same amount between each section?
Complete Example 3 (Think-Pair-Share)
Assignemnt - Same as formative assessment Time to Complete: 1 day
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson :# 12 Day 1 of 1, (End of Chapter Project)
District Benchmark(s): 7th NO 1.1
Enduring Understanding: Math is part of our daily lives.
Essential Question(s): How can math help you make informed decisions in your own life?
Support Materials:
Textbook
Calc.
Assessment:
Formative:
Student Self-Assessment:
Summative: Finished Project
Activities (Pedagogy):
In place of MDP use the first 10 minutes to review Chapter 1 Vocabulary using the online game, "Scatter". Play in teams.
End of Chapter Project #3, Making a Schedule - Give students the rest of the class period and time at home to complete this activity. Complete individually.
Time to Complete:1 day
Review Day and Test will follow this lesson before starting Lesson 13
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #13 Day 1 of 1, (2-1 Decimals for #'s between whole #'s)
District Benchmark(s): 7th NO 1.1, 6th A1.1
Enduring Understanding: Knowledge of place value extends to multiple representations of 1,000,000 and millionths.
Essential Question(s): 1.) How are decimals like fractions? 2.) Why are decimals an important part of our daily lives?
Support Materials:
Textbook
Mimio
Virtual Manipulatives
Assessment:
Formative: Wrap Up Pg. 70
Student Self-Assessment:
Summative:
Activities (Pedagogy):
MDP - Warm Up 2-1 (Use Resources Master)
Launch - Think of situations in which we use decimals. (Record student generated list on the Mimio). Ask, "Why do we use decimals? (use this as a pre-assessment)
Discussion - Using base 10 on the mimio, facitliate this conversation: How many ones does it take ot make 1 ten? How many tens does it take to make a hundred? etc. Do this until students conclude that the place value of each digit is ten times that of the digit to the right.
Explore - Fill in "Decimal Place Chart Resources Master 2" Ask, " What patterns if any do your see? (with a partner then share as a class) Hopefully students will she that the place values to the left and right of the ones and decimal point mirror each other, but with different endings.
Complete Example #1 and Quiz Yourself 2 with a partner. Discuss each activity before moving on to the next one.
Summary Question - Agree or Disagree; The decimal with the most digits is always the greatest.
Assign: Wrap Up Pg. 70 Students will hand in as they leave the classroom.
Time to Complete:
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson :#14 Day 1 of 1, (2-2 Multiplying by 10, 100, ...)
District Benchmark(s): 7th NO 1.1, 6th A1.1
Enduring Understanding: Knowledge of the relationship between decimals and fractions is applied to understanding the procedures for multiplying and dividing decimals.
Essential Question(s): 1.) Why can you "use shortcuts" when multiplying decimals or whole numbers by a power of 10? 2.) Can you use similar shortcuts for dividing by powers of 10?
Support Materials:
Textbook
Assessment:
Formative:
Student Self-Assessment:
Summative: Wks. 2-2A
Activities (Pedagogy):
MDP - Warm Up #1a - 1e
Launch - Multiply the following numbers by 10. (23, 115, 2.3, 11.5, and 1.26) With a partner students will look for a pattern or generalization that they might see. Have groups share their thoughts. Students should realize that when you multiply by 10 you are moving the decimal one place to the right.
Have students make a generalization about multiplying by 100, 1000, etc. With your partner make a rule for multiplying decimals by a power of 10 (meaning 10, 100, 1000, etc). Try to get students to gen. the rule from Pg. 72.
Explore - Example 1 Pg. 72 How did the rule we just discussed help you complete this example?
Summary - What is the general rule for multiplying by a power of 10?
Will this same rule work for dividing by a power of 10? If not can you change it so that it does?
Assignment - Wks. 2-2A
Time to Complete: 1 day
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Aug-Oct Calendar.doc
Lesson #1 (Days1 of 1 ):
District Benchmark(s): 7th Grade NO 1.1 - Solve problems with integers, decimals, and fractions.
Enduring Understanding: Decimal Notation is an extension of the base ten system of writing whole numbers. (4th)
Essential Question(s): 1.) Why are decimals used to represent numbers?
2.) What patterns exist in how digits are named in the base 10 system?
Support Materials: Textbook, G3 Game Materials, deck of cards
Assessment:
Activities (Pedagogy):
(5-7min) MDP - Name a count of some things that is between 10 and 100, between 1,000 and 1,000,000. (This is from Warm-Up).
(10 min) Launch - As a large group we will complete the China Population Problem (pg. 7), students will fill in the graphic organizer using the Mimio. Before moving on from this activity we will discuss the meaning of a count, numbers in word form, and number form.
(15 min) Explore - G3 Game (students will work in partners to play one round with the whole number mat and one round with the decimal mat) Students will need to record their answers on a different sheet of paper for later use.
(5 min) Summary Questions - Students will complete individually and we will then discuss as a large group before moving on to the next question.
1.) Using the first number that you made, write out using words.
2.) Give a real world scenario using the same number.
3.) Rearrange your cards for you 2nd number from the decimal version to make a number closest to 1.
(2 min) Formative Assessment - In the form of an Exit Card students will complete #14 and #10 from Pg. 9. This will be handed in before leaving the room.
Assignment - Homework to be completed outside of class. Wks. 1.1B (Back only)
Time to Complete: 1 day.
Peer Check:
[Y] Problem-Based (Y or N)
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : Lesson #2 (Day 1 or 2)
District Benchmark(s): 7th NO 1.1 - Solve problems with integers, decimals, and fractions.
6th NO 3.1 - Articulate the relationship among fractions, decimals, and percents.
Enduring Understanding: The concept of parts of a whole is seen through division of fractions representing two whole numbers.
Essential Question(s):
1.) How do we represent measurements between whole numbers using visual representations and numbers.
2.) How do we use fractions in our day to day lives.
Support Materials:
Textbook
Straw Activity Directions
Mimio
MDP Journal
Assessment:
Activities (Pedagogy):
(5 - 7 min) MDP - Warm Up Pg.12 #'s: 3, 1, and 4 (Explain your reasoning)
(10 min.) Launch - Activity 1 Pg. 15 (Think-Pair-Share)
(10 min) Explore - Activity 2 (Straw Activity to compare fractions - Think-Pair-Share)
Before moving on students will discuss the following question with a partner and then share as a class. Question: Samantha and Oscar each drew a line segment into five equal parts, and Oscar divided his into seven. After comparing their segments, they concluded that 2/5 > 3/7. What might they have done wrong?
(2 min) Formative Assessment - Pg. 16 # 7(a-d). This will be completed on individual white boards.
Remainder of class - assignment Pg. 16 Covering the Ideas #'s: 1-6 only (used as formative rather than summative)
Time to Complete: Day 1 of 2
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #3 Day 2 of 2
District Benchmark(s): Same
Enduring Understanding: Same
Essential Question(s): Same
Support Materials: Textbook, calculators (optional if needed), MDP Journal, Mimio
Assessment:
Activities (Pedagogy): Day 2 will focus on moving from concrete, visual models to more abstract thinking. Students will use multiplication and/or division problems to find parts of a segment.
(5-7 min) MDP - Tell me everything you know about fractions.
(10 min) Launch - Find the part of a trip Activity (letting students work in pods have them find a solution for the following problem: Find the length you have traveled if you have completed one-third of a 54 mile trip. Allow pods to share their work with the entire class and then pose the following question: "Try to solve this problem using multiplication or division". Have students share and then as a class discuss more formally how multiplication and division can be used to solve similar problems.
(10 min) Explore - Think-Pair-Share Quiz Yourself Questions a,b, and c (Use this for formative assessment. If students are understanding we will move on to assignment and if they are not doing okay I will reteach and do more explore problems.
Remainder of class - Assignment will be given and taken as a grade (summative assessment) Wks. 1-2B #'s 1 - 5 odd and 6 - 14 all.
Time to Complete: Day 2 of 2
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #4 Day 1 of 2
District Benchmark(s): 7th NO 1.1 Solve problems with integers, decimals, and fractions. 6th NO 1.3 Convert units of metric and customary measurement by using multiplication and division.
Enduring Understanding: Measurement is a method for describing physical and non-physical objects. Measurement governs collective understanding of time, space, and money.
Essential Question(s):
1.) How do we measure objects?
2.) What is the role of measurement in our daily lives?
3.) If we speak a different language what must we do to effectively communicate?
Support Materials: Textbook, Mimio, Ruler, MDP Notebook, Activity Tables, Exit Card.
Assessment:
Activities (Pedagogy):
(5-7 min) MDP - Warm-Up Pg. 19 #'s: 2 and 3
(10 - 15 min) Launch - Pose the following question, "What is length?" Students will work with a partner to discuss what length means, what we can find the length of, How do we measure objects, etc. Use page 19 first three paragraphs for guidance with this discussion. At the end or during the discussion hand out different rulers and explain accuracy (eighths, twelves, and six-tenths) and how to read the ruler. Using the Mimio measure two items together.
(10-15 min) Explore - Students will work with a partner to measure and complete Activity 6 Measurement Table. This table requires them to measure using a ruler or measuring tape to a desired accuracy in inches.
(10-20 min) Activity 6 Extension - Handout another table with the measurement in inches or feet already in place. With a partner, students will convert each measurement to the larger or smaller missing measurement. Have groups complete 2 examples and then have them share strategies used. Pinpoint the strategy of multiplication and division.
(The last two minutes of class handout the following Exit Card - "Name 1 thing that you already knew, 1 new thing that you learned, and 1 thing that you still have questions about).
Students will finish the extension activity tomorrow after MDP.
Time to Complete: 2 days
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #5 Day 2 of 2
District Benchmark(s): Same as Day 1
Enduring Understanding: Same as Day 2
Essential Question(s): Same as Day 2
Support Materials:
Assessment:
Activities (Pedagogy):
(5-7 min) MDP - At an amusement park, you need to be 52 inches tall to go on a ride. If you are 4 feet, 7 inches tall, can you go on the ride? Explain your reasoning and show your work.
Time to Complete:
(5 - 10 min) Explore - Students will finish the Explore Extension Activity from yesterday with the same partner. Discuss this answers as a class when finished.
(5 min) Summary Questions -
1.) Give a situation in which the measurement of something is in mixed units.
2.) Why might your measure something to the nearest 1/16 rather than the nearest 1/8?
3.) #10 page 25
(Remainder of class) Assignment - This assignment will be handed in for a grade (summative) Pgs. 24-25 #'s: 8,15-17, 19, 20, and 22-25
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #6 Day 1 of 1 (1-5 Equal Fractions)
District Benchmark(s): 7th NO 1.1 Solve problems with integers, decimals, and fractions.
Enduring Understanding: The generation of equivalent fractions and the act of simplifying fractions is based on deep conceptual understanding of multiplication and division.
Essential Question(s):
1.) What does it mean to write a fraction in simplest form?
2.) Without drawing a model how can you find equivalent fractions?
Support Materials:
Assessment:
Activities (Pedagogy):
(5-7 min) MDP - 5 6/11 is between which two whole numbers? Explain your reasoning.
Launch - Ask, "Explain why 2/3 of a mile is the same distance as 4/6 of a mile?" With your pod answer this question. You may use the rescources provided, calc, pencil, paper, etc. The only requirement is that your entire pod must be able ot explain what you did to the rest of the class.
Let groups share different ideas. I am looking ot see a varieity of strategies such as modeling, multiplying or dividing, cacl, etc. I will cover any strategies not shown.
After we have have share strategies we will discuss that it is okay to use various strategies to solve problems, there is always more than one way to solve. The strategy that we will be focusing on today is - Using multiplication and division to find equivalent fractions.
Explore - Guided example #1 Pg. 33, go through this as a large group then have students answer the following:
Find at least two equivalent fractions for: 5/12, 450/600, and 1/7.
After sharing solutions go back to the second fraction and discuss how to simplify fractions. If some students shared a simplified fraction for this they will help with the discussion.
Summary - 1.) Why do we rewrite fractions in "lowest terms" and not in "highest terms"?
2.) How do you write equivalent fractions using multiplication or division?
3.) Is 2/3 smaller than 4/6 becuase it is written with smaller numbers? Explain.
Assessment - Formative Assessment (Student observations during pod and group discussions)
Assignment to be used for Formative Assessment - Wks. 1-5A #'s: 1-14
Time to Complete: 1 day
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #7 (Days 1 of 2)
District Benchmark(s): 7th Grade NO 3.1
Enduring Understanding: Division is used to express any fraction as a decimal, including infinite decimals.
Essential Question(s): 1.) What does the fraction bar mean? 2.) Are there various forms of writing fractions? What are they?
Support Materials:
Textbook
Mimio
Calc. (optional)
Assessment:
Activities (Pedagogy):
MDP - Write 3 examples of each: Proper Fractions, Improper Fractions, and Numerator = Denom. Fractions (Give students 1-2 minutes to generate lists, then have them read page 40. After reading page 40 students can go back and make changes to thier list if needed.) Have students share results and make a combined list using the mimio.
Launch - Pg. 38 Titanic Problem (Comlete with a partner and then discuss as a large class.
Explore - Pg. 39 Extension Titanic Problem (Complete with a partner and then discuss as a large class).
Summary Questions - 1.) Does 2 divided by 3 have the same meaning as 2/3?
2.) How do we rewrite improper fractions?
3.) Ture or False; A fraction is equal the its numerator divided by its denominator?
Time to Complete: 2 days
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #8 Day 2 of 2 (1-6 continued)
District Benchmark(s): Same as Day 1
Enduring Understanding: Same as Day 1
Essential Question(s): Same as Day 1 and in addition 1.) What happens when the denominator of a fraction with the same numerator, is increased? Decreased?
Support Materials:
Textbook
calc.
G4 and G5 from book
Assessment:
Activities (Pedagogy):
MDP - Warm Up #'s 1 and 2 Pg. 38
Launch - Activity Pg. 41 and Discovering What Happens Activity (answer to Essential Question #1 from day 2)
Summary Question - Which fraction is greater? a.) 24/7 or 24/4 b.) 4/24 or 7/24
Explore - Game G4-G5 with a partner
Assignment - Pg. 42 #'s: 7-18 All
Time to Complete: 1 day
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #9 Day 1 of 2 (1-7 Using Integers)
District Benchmark(s): 7th NO 1.1 and 6th G 4.1
Enduring Understanding: 7th Negative numbers exist in everyday situations.
Essential Question(s): 1.) What situations represent - integers, + integers, and zero?
2.) Does an integer have to be written as a whole #?
Support Materials:
Textbook
Mimio
Individual Dry Erase Boards
Assessment:
Activities (Pedagogy):
(15 minutes) MDP - In place of MDP give Quiz for 1-1 to 1-6 (will be put in gradebook/summative assessment) Use selected problems from each sections to cover desired skills
Launch - Have 2-3 volunteers read pg. 45 to the class. Next have pods brainstorm situations in which integers are used. Record the situations on a classroom chart using the mimio. Next record keywords that indicate a positive integer, negative integer, or zero. Record this on a classroom chart as well.
Explore - Using individual dry erase boards have students write the integer that would represent the given situation. Show situations using the ELMO, use situaitons for wks. 17b Objective I - 7 situations.
Exit Card - Last 2 minutes of class..
Time to Complete: 2 days
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #10 Day 2 of 2 (1-7 Using Integers Continued)
District Benchmark(s): Same as Day 1
Enduring Understanding: Same as Day 1
Essential Question(s): Same as Day 1
Support Materials:
Textbook
Mimio
Individual Dry Erase Boards
Assessment:
Activities (Pedagogy):
MDP - Warm Up Pg. 45 #'s: 1-2
Continue Explore from Day 1:
-Using the situaitons from Day 1, graph the integers on a number line using the mimio. Have students volunteer to place on the mimio. Use both a vertical and horizontal number line.
-Next have pods complete each comparison using <, >, or =. Choose two #'s to compare, pods can use the number lines for visual help.
-Now have students put integers in order for least to greatest with a partner using a small dry erase board. (Watch for students that are having trouble with this. Remind them to think of integers as temp. so -10 is less than -6 and they are both less than 0.
Assign Assignment - Summative Assessment
Time to Complete: 2 days
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #11 Day 1 of 1, (1-8 Negative Frations and Mixed Numbers)
District Benchmark(s): 7th NO 1.1, 6th G4.1
Enduring Understanding: Same as lesson #10
Essential Question(s): 1.) Where do you place negative fractions and negative mixed numbers on a number line?
Support Materials:
Textbook
ruler
Assessment:
Activities (Pedagogy):
MDP - Find a number between 8/9 and 7/9. Have students complete with a partner. Share strategies with the whole class.
Launch - Using a ruler, draw a horizontal line that is 2 inches long. Place tic marks where 0, 1, adn 2 should be placed. Now label 3/16 adn 1 3/16 on your line.
I will ask the following question, "How did you knwo where you should place the specific measurement?" (Desired response - by breaking the line into 16 segments)
Explore - Quiz yourself activity Pg. 51. Students will complete this activity with a partner. Volunteers will share work with class .
Questions - How many marks/segments did you use? Did you have to use the same amount between each section?
Complete Example 3 (Think-Pair-Share)
Assignemnt - Same as formative assessment
Time to Complete: 1 day
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson :# 12 Day 1 of 1, (End of Chapter Project)
District Benchmark(s): 7th NO 1.1
Enduring Understanding: Math is part of our daily lives.
Essential Question(s): How can math help you make informed decisions in your own life?
Support Materials:
Textbook
Calc.
Assessment:
Activities (Pedagogy):
In place of MDP use the first 10 minutes to review Chapter 1 Vocabulary using the online game, "Scatter". Play in teams.
End of Chapter Project #3, Making a Schedule - Give students the rest of the class period and time at home to complete this activity. Complete individually.
Time to Complete:1 day
Review Day and Test will follow this lesson before starting Lesson 13
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson : #13 Day 1 of 1, (2-1 Decimals for #'s between whole #'s)
District Benchmark(s): 7th NO 1.1, 6th A1.1
Enduring Understanding: Knowledge of place value extends to multiple representations of 1,000,000 and millionths.
Essential Question(s): 1.) How are decimals like fractions? 2.) Why are decimals an important part of our daily lives?
Support Materials:
Textbook
Mimio
Virtual Manipulatives
Assessment:
Activities (Pedagogy):
MDP - Warm Up 2-1 (Use Resources Master)
Launch - Think of situations in which we use decimals. (Record student generated list on the Mimio). Ask, "Why do we use decimals? (use this as a pre-assessment)
Discussion - Using base 10 on the mimio, facitliate this conversation: How many ones does it take ot make 1 ten? How many tens does it take to make a hundred? etc. Do this until students conclude that the place value of each digit is ten times that of the digit to the right.
Explore - Fill in "Decimal Place Chart Resources Master 2" Ask, " What patterns if any do your see? (with a partner then share as a class) Hopefully students will she that the place values to the left and right of the ones and decimal point mirror each other, but with different endings.
Complete Example #1 and Quiz Yourself 2 with a partner. Discuss each activity before moving on to the next one.
Summary Question - Agree or Disagree; The decimal with the most digits is always the greatest.
Assign: Wrap Up Pg. 70 Students will hand in as they leave the classroom.
Time to Complete:
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
Lesson :#14 Day 1 of 1, (2-2 Multiplying by 10, 100, ...)
District Benchmark(s): 7th NO 1.1, 6th A1.1
Enduring Understanding: Knowledge of the relationship between decimals and fractions is applied to understanding the procedures for multiplying and dividing decimals.
Essential Question(s): 1.) Why can you "use shortcuts" when multiplying decimals or whole numbers by a power of 10? 2.) Can you use similar shortcuts for dividing by powers of 10?
Support Materials:
Textbook
Assessment:
Activities (Pedagogy):
MDP - Warm Up #1a - 1e
Launch - Multiply the following numbers by 10. (23, 115, 2.3, 11.5, and 1.26) With a partner students will look for a pattern or generalization that they might see. Have groups share their thoughts. Students should realize that when you multiply by 10 you are moving the decimal one place to the right.
Have students make a generalization about multiplying by 100, 1000, etc. With your partner make a rule for multiplying decimals by a power of 10 (meaning 10, 100, 1000, etc). Try to get students to gen. the rule from Pg. 72.
Explore - Example 1 Pg. 72 How did the rule we just discussed help you complete this example?
Summary - What is the general rule for multiplying by a power of 10?
Will this same rule work for dividing by a power of 10? If not can you change it so that it does?
Assignment - Wks. 2-2A
Time to Complete: 1 day
Peer Check:
[Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[Y] Student-to-Student Engagement
[Y] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson :
District Benchmark(s):
Enduring Understanding:
Essential Question(s):
Support Materials:
Assessment:
Activities (Pedagogy):
Time to Complete:
Peer Check:
[_] Problem-Based
[_] Aligns with ICC
[_] Aligns with Dist. Benchmarks
[_] Student-to-Student Engagement
[_] EM/CP as primary materials